NHS 5004 Unit 1 Assessment: Assessment Instructions

NHS 5004 Unit 1 Assessment: Assessment Instructions

NHS 5004 Unit 1 Assessment  Assessment Instructions

 

Preparation

Health care
leaders often find that resolving a problem in delivering safe, high-quality
health care requires the combined effort of a number of agencies, departments,
and individuals.

For this
assessment, identify a quality-related situation or problem relevant to your
professional practice or area of interest that requires the collaborative
effort of several departments and individuals to resolve. You will assume the
role of team leader and draft a proposal for the organization’s executive
leadership that outlines why this interprofessional team is necessary, who
should take part in the collaboration, how the team will function, and how
progress will be reported.

A project
proposal should identify the situation or problem, identify the causes or
contributing factors, present a plan of action, provide details about the plan,
and provide reasons why the plan should be undertaken.

Note:
Remember, you can submit all or a portion of your draft to Smarthinking for
feedback before you submit the final version of your proposal for this
assessment. However, be mindful of the turnaround time for receiving feedback
if you plan on using this free service.

Proposal
Requirements

Write a
proposal for assembling an interprofessional team. As you begin drafting your
proposal, consider your goal and the needs of the leaders whose decisions will
be based on the information you provide.

NHS 5004 Unit 1 Assessment  Assessment Instructions
NHS 5004 Unit 1 Assessment  Assessment Instructions

Note: The
requirements outlined below correspond to the grading criteria in the
Interprofessional Collaboration scoring guide. At a minimum, be sure to address
each point. In addition, you are encouraged to review the performance level
descriptions for each criterion to see how your work will be assessed. You are
provided an example proposal that illustrates what proficient-level work for
this assessment looks like.

Proposal
Format and APA Style

Use the
simplified Project Proposal Template, linked in the Resources, to draft your
proposal. You may organize the content of your proposal in a format used in
your organization. An abstract is not required.

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Your
proposal should be 4–6 double-spaced pages in length, not including the title
page and reference page.

Apply
correct APA formatting to all in-text citations and references.

Use Times
New Roman, 12-point font.

Writing

Be concise,
but thorough. Your readers need sufficient and accurate information on which to
base their decisions, and do not have time to sift through information that is
not pertinent.

Express
your main points, arguments, and conclusions coherently.

Use correct
grammar and mechanics.

Be sure to
support your claims, arguments, and conclusions with credible evidence from 3–5
current, scholarly or professional sources.

Proofread
your writing.

Plan
Content

Analyze the
factors that have contributed to the problem. ( Hint: Examine the reasons for
ineffective communication, not just the communication itself. Reasons may
include staff burnout, workload, staffing shortfalls, attitudes, assumptions,
and so on.)

Consider
whether certain combinations of factors might be contributing to the problem.

Explain why
an interprofessional team is needed to address the problem and achieve expected
project outcomes.

Determine
who should be on the team. Identify the disciplines or areas team members
should come from and any specific job titles prospective team members should
hold.

Describe
the knowledge and expertise each discipline has to offer in resolving the
situation. In addition, consider the level of creativity and problem-solving
skills that are needed.

Assess the
effectiveness of a particular leadership approach in building and maintaining
interprofessional collaborative relationships. Consider how effective that
approach is in:

Encouraging
participation by all team members.

Engaging
reluctant or resistant team members.

Maintaining
a respectful platform for members to voice their ideas.

Develop a
strategy for communicating progress by the team to executive leadership.

Determine
which approach to communicating with leaders will be most effective and
efficient.

Determine
whether you will have regular meetings and generate status reports.

Develop a
collaborative plan for resolving the problem.

Identify
the ethical or political issues that are relevant factors in your proposed
solution.

Identify
the social, cultural, or economic factors that are relevant to your proposed
solution.

Explain how
you would address the ethical, political, social, cultural, or economic factors
you have identified as relevant to your plan.

Describe
your role as a leader in implementing the proposed solution.

Determine
how the practitioner-scholarmodel might be applied in resolving the problem.

Consider
how theory, research, and the published work in the field, in conjunction with
your own experience and professional knowledge, might be used to develop
strategies to analyze and resolve the problem.

Note: Your
instructor may also use the Writing Feedback Tool to provide feedback on your
writing. In the tool, click the linked resources for helpful writing
information.

NHS 5004 Unit 1 Assessment  Assessment Instructions Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.